A Complete Validated Learning Analytics Framework: Designing Issues from Data Preparation Perspective
Ahmed Tlili, Fathi Essalmi, Mohamed Jemni, Research Laboratory of Technologies of Information and Communication and Electrical Engineering (LaTICE), Tunis higher school of engineering (ENSIT), Tunisia ; Kinshuk, University of North Texas, Denton, United States ; Nian-Shing Chen, Department of Information Management, National Sun Yat-sen University, Taiwan
IJICTE Volume 14, Number 2, ISSN 1550-1876 Publisher: IGI Global
With the rapid growth of online education in recent years, Learning Analytics (LA) has gained increasing attention from researchers and educational institutions as an area which can improve the overall effectiveness of learning experiences. However, the lack of guidelines on what should be taken into consideration during application of LA hinders its full adoption. Therefore, this article investigates the issues that should be considered when approaching the design of LA experiences from the data preparation perspective. The obtained results highlight a validated LA framework of twenty-two designing issues that should be considered by various stakeholders in different contexts as well as a set of guidelines which can enhance designing LA experiences.
Tlili, A., Essalmi, F., Jemni, M., Kinshuk & Chen, N.S. (2018). A Complete Validated Learning Analytics Framework: Designing Issues from Data Preparation Perspective. International Journal of Information and Communication Technology Education, 14(2), 1-16. IGI Global.